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ID 26084
file
title alternative
Educational Validity of Metacognitive Strategy Used by Junior High Students When They Write Argumentative Essays
creator
Iguchi, Azusa
subject
junior high school students
argumentative essay
metacognitive strategy
educational validity
instructional processes
中学生
意見文
メタ認知方略
教育的妥当性
指導過程
NDC
Education
abstract
The purpose of this paper was to examine the educational validity of a scale assessing the metacognitive strategy used by junior high school students when they write argumentative essays. Three researches were carried out. The first study was a prestudy, in which a metacognitive strategy questionnaire comprising writing evaluation items and 60 items selected on the basis of students' reflections was developed. In the second study, the exploratory factor analysis showed that the scale contained four subscales pertaining to the following factors: "the planning stage of writing," "reexamination," "formation of a main opinion," and "exploration value"; these subscales comprised 19 items and were completed by 410 students. In the third study, the educational validity of the scale was examined by correlating it with scales on the course of study, self-efficacy, intrinsic value, and writing anxiety, which were completed by 471 students. These results suggested that the metacognitive strategy scale could help in structuring instructional processes and learning activities including the elaboration of "what was recognized" by using "the manners of recognition".
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 57
start page
209
end page
218
date of issued
2008-12-26
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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